Educational Attainment of Boys

Jenny Riddell-Carpenter Excerpts

Thursday 10th July 2025 Commons Chamber

[Jenny Riddell-Carpenter (Suffolk Coastal) (Lab)]

I thank my hon. Friend the Member for Bishop Auckland (Sam Rushworth) not just for securing this debate, but for his excellent speech at the outset. It was so good that he inspired the right hon. Member for South Holland and The Deepings (Sir John Hayes) to cross the Floor—very briefly.

As the Member for Suffolk Coastal, I have heard from parents, teachers and community leaders about their growing concerns on this very topic of the educational outcomes of boys, particularly those from disadvantaged and rural backgrounds. We have already heard a lot about the data, and it is stark. Nationally, boys are consistently underperforming girls at every stage from early years through to GCSEs and beyond. In 2023, just 60% of boys met the expected standard in reading, writing and maths at key stage 2 compared with 70% of girls, and we know boys are less likely to achieve a grade 5 or above in English and maths GCSE.

The issue is about not just attainment, but engagement. Boys are far more likely to be excluded and more likely to be labelled as disruptive. They are less likely to enjoy school or feel that it meets their needs. That is especially true in rural areas such as mine where transport, funding and access to support services all create additional barriers. In Suffolk Coastal, we have seen at first hand the effects of these systemic issues. Parents in Leiston and Felixstowe tell me they are worried that their sons are being written off far too early. We know that children with complex needs or SEND issues, especially autism and ADHD, face even more barriers to getting on in school. With an overstretched educational system and EHCP delays, for children battling SEND the barriers are continuing to stack up.

We need to rethink how we engage boys—not through blame or stereotyping, but through recognising diversity of needs and learning styles. This means early intervention with more speech and language support in the early years, and the new Best Start family hubs programme could be a real game changer in places such as Suffolk Coastal by providing the right level of support. We also need to have a truly broad and balanced curriculum, and parity of esteem for arts and sports with vocational learning is at the heart of that. We need to make sure that school is genuinely a place for children, and boys specifically, to thrive, not feel as though they are a round peg being forced into a square hole.

In closing, if we are serious about improving boys’ attainment, we need a system that supports their potential and is built around them. We need to back schools, families and communities with the resources they need to close that gap. This is not just for boys, but for society as a whole.